The Relationship between Reading Strategies and Reading Comprehension Achievement of the Fourth Semester English Departement Students at the University of Muhammadiyah Prof. Dr. Hamka in the 2016/2017 Academic Year

drs. ahmad h. abubakar., m.m. ; ir. tukirin., m.m.; dr. roslaini, m.hum.; silih warni, ph.d.;

Annisa Desista Pratami. The Relationship between Reading Strategies and
Reading Comprehension Achievement of the Fourth Semester English Departement Students at the University of Muhammadiyah Prof. Dr. Hamka in the 2016/2017 Academic Year. Paper. Jakarta: Faculty of Teacher Training and Education,
University of Muhammadiyah Prof. Dr. Hamka, 2018.
This study was conducted to investigate the relationship between students’ reading
strategies and reading comprehension achievement of the fourth semester English
department students at the University of Muhammadiyah Prof. Dr. Hamka. The
Survey of Reading Strategies (SORS) questionnaire, and a TOEFL reading
comprehension test were used to collect data from 32 students. In this study,
descriptive statistic, Pearson’s Product Moment correlation, and regression analysis
were used to analyzed the collected data. First, the result from the survey of reading
strategies (SORS) revealed that the students’ level of reading strategies is at 3.40
which indicates a moderate usage level. In addition, PROB reading strategies
became the most preferred subcategories of reading strategies (M=3.59), SUP and
GLOB reading strategies were used at medium level (M=3.35 and M=3.32). The
next result was adressed to get information about sudents’ reading comprehension
achievement. The result revealed that the average score of students’ reading
comprehension score is 50.38. Finally, the last result was related to the correlation
between students’ reading strategies and reading comprehension achievement. The
result reported that robserved is higher than the rtable (0.358 > 0.349) which means Ho
is rejected. Therefore, it can be said that there was a significant relationship between
both variables. Additionaly, the study also conducted regression analysis to get
deeper insight of the impact of reading strategies towards reading comprehension achievement. Based on the calculation the result of regression analysis is ŷ = 16.99 + 0.327x. The findings of this study may have some implications for learners, lecturers, and future research in the field of teaching and learning English as a Foreign Language.